Doctor of Philosophy (PhD)
Teaching and Learning
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Fifth Committee Member
Number of Pages
As teacher attrition continues to pose challenges to schools around the United States, support is needed for keeping beginning teachers (BTs) in the classroom rather than only focusing on recruiting them. Support for BTs is often provided in the form of mentoring programs. Most of these mentoring programs pair experienced teachers with BTs in order to provide personal and professional support. However, not all of these programs are successful, and not all schools even have the resources to offer that type of support to BTs. This three-article dissertation explores why mentoring programs fail (theoretical piece), analyzes what recent research shows about mentor training (systematic review of literature), and presents a study that reimagines the mentoring of BTs through the use of student perspectives (empirical piece). Findings reveal gaps in the research on mentor training as well as the possible benefits of empowering students to help BTs survive their first years of teaching. The dissertation concludes by showing how all three articles fit into the broader context of mentoring research when taken together as a set. Suggestions for further research are provided as well.
beginning teachers; mentor training; mentoring research; proximal mentoring; teacher mentoring
University of Nevada, Las Vegas
Albert, Matthew R., "Voices From the Desks: Reconceptualizing the Mentoring of Beginning Teachers" (2023). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4633.
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